Teacher Induction • http://www.

Program (TIP)
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CORE COURSE
Translating the Curriculum into Classroom Practice

in collaboration with
4
Philippine National
Research Center for Teacher Quality
Course 4
Responding to Community Contexts

Introduction

W
ELCOME TO COURSE 4 of the
Teacher Induction Program. This
course will guide you towards building
relationships with the wider school community
to facilitate its involvement in the learning
process. It will help you better understand
the school community’s context and
contextualize the teaching
and learning practices. This course will also
guide you to comply with the policies and
procedures to foster harmonious relationships
with learners, parents, and stakeholders.
Intended Course Learning Outcomes

1. Build relationships with parents/guardians and the wider school

community to engage them in the educative process (6.2.2)
2. Maintain learning environments that are responsive to learners’
needs based on the wider school community contexts (6.1.2)
3. Comply with and implement school policies and procedures to foster
harmonious relationships with learners, parents, and other stakeholders
(6.4.2)
4. Plan and deliver teaching strategies that are responsive to the needs of
learners in difficult circumstances (3.4.2)
5. Adapt and use culturally appropriate teaching strategies to address the
needs of learners from specific community contexts, including learners
from indigenous groups (3.5.2)

Course Outline:

Module 1: Building Relationships with the Wider School Community

Module 2: Teaching with the Context in Mind

Estimated time required: 4 hours

Portfolio Output: Action Plan (Module 1, Session 1)

Module 1 – Teaching with the Context in Mind

Intended Module Learning Outcomes: Required Resources

At the end of the module, you should be able to:
1. plan and deliver contextualized/localized/
indigenized teaching strategies that are
responsive to the needs of learners under difficult
circumstances; and
2. adapt and use culturally appropriate teaching
strategies to address the needs of learners from
specific community contexts, including learners
from indigenous groups, through contextualization,
localization, and/or indigenization.
• DepEd Order No. 43 s. 2013 on Implementing
Rules and Regulations (IRR) of Republic No.
10533
• DepEd Order 32, s. 2015 on Indigenous Peoples
Education Curriculum Framework
• DepEd Order no. 42 s. 2017 on National Adoption
and Implementation of the Philippine Professional
Standards for Teachers (PPST).

Module Outline Session 1 – Theoretical and Legal Anchors of

Contextualization
Session 1: Legal Anchors of Contextualization
Session 2: Teaching Contextually
Session 3: The REACT

Strategy Estimated Time Required:

2 hours

Required Tasks:
• Scenario Analysis
• Think-pair-share
• Formative assessments
4 The Teacher Induction Program - Core Course 4
Prior Knowledge Assessment
Below are statements about contextualization. Determine whether the statements are True or False.

Statements Answers Feedback

1. Learners relate better to concrete, tangible examples TRUE
and experiences than to abstract conceptual models.
2. Action learning is based on the premise that learners will learn TRUE
from their mistakes and/or learn from one another.
3. Contextualization is a degree of localization. TRUE
4. When you incorporate activities that are related to the actual FALSE Indigenizing is about transforming teaching
situation in the community and you utilize materials that practices to include Indigenous knowledges. It
are available in the locality of the school, you are already goes beyond adding Indigenous people to the
indigenizing.
lesson.
5. Contextualization is one of the main features of the K to 12 TRUE
Curriculum.
6. DepEd mission highlights that the curriculum shall be flexible FALSE DepEd mission emphasize that we should protect and
enough to enable and allow schools to localize, indigenize, and promote the right of every Filipino to quality,
enhance the curriculum based on their respective educational equitable, culture-based and complete basic
and social contexts. education.
7. Contextualization is also one of the provisions in Republic Act TRUE
10533 or the Enhanced Basic Education Act of 2013.
8. Zone of Proximal Development (ZPD) is the gap between what is TRUE
known and what is being learned.
9. Contextual learning should be an integrated learning process of TRUE
problem-solving learning and work-based learning to encourage
and stimulate a higher-level thinking.
10. Situational learning is based on the premise that learning FALSE It is based on the premise that information requires
requires action and action requires learning. comprehension and understanding requires action.

Key Topic 1: Legal Bases of Contextualization

Contextualization is one of the main features of the K to 12 Curriculum. When you plan for your lessons, make sure that
the examples, activities, songs, poems, stories, and illustrations are based on local culture, history, and reality. This makes
the

Guide for Mentors and Newly Hired Teachers 5

 lessons relevant to the learners and easy to understand.
Students acquire in-depth knowledge, skills, values, and Read and understand the following clipped legal documents.
attitudes through continuity and consistency across all Take note of the provisions of each legal basis. Share
levels and subjects. Discussions on issues such as Disaster your understanding with your colleagues and mentor
Risk Reduction (DRR), Climate Change Adaptation, and teacher.
Information and Communication Technology (ICT) are
included in the enhanced curriculum.
Required Task 2: Think-Pair-Share
There are legal documents that you need to be knowledgeable Using the legal bases supporting the practice of contextualized
about to fully understand contextualization. teaching, write down the phrases and clauses referring to
contextualization. Discuss them with your co-newly hired
1. The 1987 Philippine Constitution particularly Article teacher/s or mentor. Use the template below.
XIV Section 14 resonates with contextualization.
2. The Republic Act 10533 or the Enhanced
Basic Education Act of 2013 has a provision on
contextualization.
3. The Department of Education’s Mission statement
which highlights contextualization.
The K to 12 curriculum framework underscores the
significance of context in implementing the curriculum. This
will later on transcend to the teaching and learning delivery.
Through contextualization, you relate the curriculum to
particular settings, situations or areas of application to
make competencies relevant, meaningful and useful to
the learners.
When you incorporate activities that are related to the
actual situation in the community and you use materials
that are available in the locality of the school, you are
already contextualizing. There are different degrees in
contextualization – localization and indigenization. You
will learn more about this in the next session.

6 The Teacher Induction Program - Core Course 4


Legal Basis
1. Article XIV Section 14
1987 Philippine Constitution
Statements/phrases
highlighting Contextualization
Culture- based – The State shall foster
the preservation, enrichment, and
dynamic evolution of a Filipino national
culture based on the principle of unity
in diversity in a climate of free artistic
and intellectual expression.
Insights during the
Feedback from the mentor
Sharing
The state can foster the preservation, It not only encourages the
enrichment, and dynamic evolution of preservation, enrichment, and
Filipino national culture thru DepEd by dynamic evolution of Filipino
creating contextualized lessons in all learning national culture by establishing
areas. The teachers should insert localization contextualized lessons, but it
and indigenization in their lesson plans. also helps the learner
understand the lesson better
through contextualization.

2. Republic Act 10533
Enhanced Basic Education
Act of 2013
The curriculum shall be contextualized
and global
The curriculum shall be flexible
The curriculum shall be contextualized and Contextualized lesson should
global. It is easily stated here that teachers be able to meet the needs of all
should contextualized his/her lessons. The students, regardless of their
curriculum shall be flexible. It should cater educational or social
the needs of all students based on their circumstances.
educational and social contexts.

Based on their respective educational and

3. DepEd’s Mission
social contexts
Culture-based To protect and promote the right of every
Filipino to quality, equitable, culture-based
and complete basic education where: family,
community, and other stakeholders are
Family, community and other engaged and share responsibility for
stakeholders are actively engaged developing life-long learners. There should
be collaboration with the internal and
external stakeholders based on community
contexts.
In education, stakeholders such
as family and community
played critical roles. It should
be involved in the development
of life-long learners and share
responsibilities for doing so.

Guide for Mentors and Newly Hired Teachers 7

Key Topic 2: Contextualization in the K to
12 Curriculum
Did you know?
For more than a century, educators and research practitioners
have been discussing the role of experience in
education. That discussion still remains a part of John
Dewey’s work of the early 20th century. Although
experience and context are closely related terms, the
relationship between them provides some guidance on
how each can be used to inform an understanding of the
other. This session will help you embrace
contextualization for successful teaching. Knowing the K to
12 curriculum standards allows the teachers to make
their teaching contextualized. Prior to the start of the
school year, unpacking of competencies helps the teachers
to identify lessons and topics to be contextualized for better
learning outcomes.
Contextual Teaching and Learning (CTL) incorporates several
existing theories and it is based on sound pedagogical
practices. In their article, Contextual Teaching and Learning
for Practitioners, Hudson and Whisler (2007) explain
three theories that form the basis of CTL. These three
underlying theories support Contextualized Teaching
Learning that will help the teachers make sound
pedagogical practices.
1. Connection Theory - Contextual teaching is all
about helping learners make connections between
the content they are learning and the context in
which it will be used. Learners must first be
made aware of how the work they are doing,
depends on the skills that they already have.
Vygotsky, as cited in Hudson et.al., (2007, p. 54-
58) refers to this as the “gap between what is
known and what is being learned, the Zone of
Proximal Development (ZPD).” Learners draw
from previous experiences to give new meaning
to what they are learning. Hudson
and Whisler (2007, p.54-58) noted that the
ideal connection process would be three-fold.
Learners review what they already know related to
the new concept; they learn about and practice
the new concept; and they tie what they have
learned to a real-life scenario.
2. Constructivist Theory - Contextual teaching
helps to promote authentic learning and increases
learners’ success by allowing them to make
connections as they construct new knowledge.
In contextualized learning, learners use the new
information they have learned and organize and
combine it with information they already have so
that it makes sense to them. Learners are active
constructors of knowledge.
3. Active Learning Theory - Chickering and
Gamson, as cited in Hudson and Whisler, (2007,
p. 54-58) emphasized that contextual learning
should be an integrated learning process of
problem-based learning and work-based learning to
encourage and stimulate a higher-level thinking.
Active learning, or learning by doing as it is also
called, divides active learning in three categories:
a. Action learning is based on the premise
that learning requires action and action
requires learning.
b. Situational learning because learning
knowledge and skill are taught in the
context of how it will be used in real-
world situations.
c. Incidental learning is based on the premise
that learners will learn from their mistakes
and/or learn from one another.
8 The Teacher Induction Program - Core Course 4
Required Task 1: Scenario Analysis
In reference to the theories presented, identify and explain the theory reflected in each of the following classroom practices.
Complete the task together with your mentor and/or colleagues.

Scenario Answer Feedback of Mentor Insights Gained

Mario, a kindergarten pupil, is learning how to read and write. He A. The teacher helped Mario
knows the alphabet letters, but cannot read or write words yet. No Connection make connections
matter how much guidance was given, he could never read on his Theory between the alphabet and
own. With Teacher Roselle’s help, Mario can now read and write the words which are
short words like “at,” “boy” and “dog”. related to him such as
a. Connection Theory
“boy”, “dog” and others.
b. Constructivist Theory
Teacher connected the students'
knowledge of the alphabet to
some recognizable words.
Students learn through direct
application of skills, theories,
and models in connection
theory.

c. Active learning
In a carpentry class, Teacher Bryan provided this activity: “You d. Active The situation represents The teacher used the active
have been hired as a carpenter to help renovate a family room. The Learning “learning by doing”. The learning approach in this situation
contractor asked you to submit a cost estimate for the base teacher also integrated because learning is about more
molding (baseboard) around the room. You will need to include the learning process of problem- than just the content. Active
following in your estimate: based learning to encourage learning improves students'
and stimulate a higher-level learning abilities. Active learning
i. the type of wood and style of olding you will use thinking. involves students more and gives
them more control over their
ii. the number of pieces and what lengths will be purchased learning.
iii. the cost per foot

iv. the total cost of molding needed for the family room

In determining the cost, you will need to measure the room and
make a scale drawing of the floor plan showing fireplaces, doors,
and other objects that may affect the lengths of the base
molding you choose to install.

a. Connection Theory

b. Constructivist Theory

c. Active learning

Guide for Mentors and Newly Hired Teachers 9

 Scenario Answer Feedback of Mentor Insights Gained
In the Chemistry class of Teacher Paul, he showed a candle. He B. The teacher helped his In this case, the teacher used
explained the composition and function of the candle. Later on, he Constructivis students by making constructivism because it
asked the learners how the flame is produced and how the candle t theory connections how the affects how all of your students
works. He encouraged the learners to discover for themselves how flame is produced and learn. Students bring their own
the candle works. They do this first by making simple observations, how the candle works to distinct perspectives to the
from which they later build ideas and hypotheses which they then understand the classroom. The teacher
go on to test. At the end, the learners successfully understand the components of provides experience with the
components of combustion, an important chemistry topic. combustion using simple knowledge construction process
a. Connection Theory observations and as well as exposure to and
constructing hypotheses. appreciation for multiple
b. Constructivist Theory In this way, components perspectives, as well as
c. Active learning of combustion were grasp embedding learning in realistic
since candle and flame contexts.
makes sense to his
students.

Now from the scenarios above, what is common? In teaching, you should always consider the context of your learners. You
need to relate the topic or lesson to your learners. In this case, you are teaching contextually.

It is centered on my students' needs and interests; students build on prior

knowledge, and we promote integrated learning. If possible, I integrate
the lesson throughout and within the curriculum. I usually use
localization because I believe that students will learn more if they can
relate to the topic.

10 The Teacher Induction Program - Core Course 4

Summary

• Contextualization is reflected in the following legal

documents:
o Article XIV Section 14 of the 1987 Philippine
Constitution
o Republic Act 10533 or the Enhanced Basic
Education Act of 2013
o DepEd’s Mission
• Contextualization is a major curriculum thrust of the
K to 12 Curriculum.
• Contextualized Teaching and Learning (CTL)
is anchored in these theories:
o Connection Theory
o Constructivist Theory
o Active Learning Theory
• The convergence of learning theories suggests
similar methods for more effective teaching and
learning.

Guide for Mentors and Newly Hired Teachers 11

Session 2 – Teaching Contextually
Key Topic 1: Teaching Contextually
As a newly-hired teacher, can you incorporate
contextualization in your teaching? Is it easy for you to
think of activities that learners can easily relate with?
Can you exert more effort in understanding the
biographical- historical, and cultural background of your
learners and the school community? Can you go beyond
your limitations for the learners to appreciate the lessons
more? Read the following key concepts on
contextualization.
Are you teaching contextually?
Is there a best way to teach so that all learners can
remember and utilize all information? How can a teacher
discuss the topic effectively? How can a teacher teach
contextually? These are the questions that confront
teachers every day to ensure learning is happening
according to the contexts of the learners. Teachers serve a
diverse student population. This means that it is important
for the teachers to understand the context of their learners
and what life experiences they bring in the teaching-
learning process. Students’ learning styles, their
background information and the different theories on
learning will help teachers to communicate properly with
learners and eventually build their trust.
Contextualized teaching is highlighted in an online article in
Center for Occupational Research and Development (CORD)
(2016) and recognizes the following:
1. Learning is a complex, multi-faceted process that
goes beyond drill-oriented, stimulus-and-response
methodologies
2. Learning occurs when learners process new
information in such a way that makes sense to them
in their own frame of reference.
3. The mind naturally seeks meaning in context, in relation
to a person’s environment, doing so by searching
for relationships that make sense and appear
useful.
How to Contextualize?
Contextualization is the process of matching the
curriculum content and instructional strategies relevant to
learners. (Deped Order no. 35, s. 2016) It happens when
a teacher encourages design of learning environments
that use multiple teaching modalities and incorporate
different forms of learning experiences. You allow learners
to discover meaningful relationships between abstract
ideas and real- world applications. Students are exposed
to discovery learning, reinforcement and modelling, and
problem solving. While teaching is progressing, you as a
teacher provide ongoing feedback that promotes further
learner interaction with the content. This will enable the
learners to be engaged and motivated to do well in the
class.
The degree of contextualization may be described and
distinguished into Localization and Indigenization.
Localization refers to the process of relating learning
content specified in the curriculum to local information
and materials in the learners’ community. Localization
happens when a learning content is taught using the
local information and local materials. A teacher starts the
lesson by using the examples in the locality and making
instructional materials from the local materials are just ways
on how to localize. Indigenization refers to the process
of enhancing the curriculum competencies, education
resources, and teaching-learning processes in relation to
the bio-geographical, historical, and socio-cultural context
12 The Teacher Induction Program - Core Course 4
of the learners’ community. Indigenization involves the
enhancement of the curriculum framework, curriculum
design, and learning standards of subject areas, guided
by the standards and principles adhered to by the
national curriculum.
When you use either of the two you are already contextualizing.
When you localize, you use information and materials in
your learner’s community but when you indigenize, you
enhance competencies in the curriculum, the resources,
and the teaching learning processes so that they suit the
context of the learners’ community.

Required Task 1
Give your comments on the following situations. Discuss them with your colleagues.

Localization or
Topic Scenario Insights
Indigenization?
Visualize the ratio of Teacher Rommel used easily observable examples of ratio in the Localization The teacher used as example the
things present in their
two given numbers community such as one jeep, 4 wheels; one kariton, 2 wheels, one community, and children are
tricycle, 3 wheels Indigenization familiar with them because they
see them in the community.
Teacher Mary Ann presented the lesson by mentioning community Localization The example of teacher focuses
on socio-cultural community
activities or cultural practices that inherently use the concept of ratio activities and cultural customs.
like bringing sacks of rice to markets using carabao (one carabao to the Indigenization
number of sacks)
Identify elements of a Teacher Melody instructed her learners to interview the chieftains in the Localization The teacher wants her students
to learn about the stories of
short story villages of the learners and asked for stories of origin depicting their origin depicting their culture.
culture Indigenization
Teacher Hanadee presented the elements of a short story using a local Localization The teacher employs
Localization as she uses the
legend “Ang Alamat ni Daragang Magayon” local story as reference for their
Indigenization lesson.
Identify star patterns Teacher Ailyn mentioned the community’s name for prominent stars Localization It concentrates on the lesson's
bio-geographical content.
that can be seen at while retaining the use of the Greek constellations
particular times of the Indigenization
Teacher Lester discussed the community’s own calendar of star patterns Localization It concentrates on the lesson's
year sociocultural substance.
and its background before discussing the Greek constellations
Indigenization

Guide for Mentors and Newly Hired Teachers 13

 Required Task 1: Tell whether the following situations illustrate Localization or Indigenization.

Situations Answer Feedback

1. The barangay will be having its annual fiesta. Teacher Marilou
requested her students in TLE to create a business plan using the The teachers' business plan exercise is a
concepts discussed. The business plan is a requirement for the fantastic way to introduce local products to
learners to be allowed to participate in the bazaar on the day of the their community through a fair on fiesta day
fiesta. so the student will not only familiarize on
LOCALIZATION how to run a business but surely learn through
experience.
2. “Inutak” is a native delicacy of the people of Taguig and Pateros.
The dish is a reflection of the early customs of the local inhabitants of
Taguig and Pateros. Teacher Arnel together with his students in
Araling Panlipunan will conduct a research on this. He instructed his
students to interview some prominent native residents of the This course focuses on the historical and
area and ask questions about the relationship of culture and the INDIGENIZATION socio-cultural aspects.
dish.
3. In the ICT class of Teacher Rodel, after discussing video and animation,
he instructed his students to produce an online advertisement using
the famous local products and delicacies in their place.
The teacher uses local resources.
LOCALIZATION

4. Teacher Diane is teaching in a provincial school. In her English

Class, one of the activities was the reading of the short story “How My Indigenization is the practice of sharing
Brother Leon Brought Home a Wife” As a priming activity, she traditional customs.
asked the learners to share their traditional customs. INDIGENIZATION

5. After learning the elements of a play, the class is tasked to

perform a stage play for the upcoming fiesta. The story of the play
The local hero will be shown in the stage play
revolves around a local hero during World War II named Jose LOCALIZATION
using items found in the community.
Ozamis.

14 The Teacher Induction Program - Core Course 4

Required Task 2: Reflection
Create your #Commitment that manifests the significance of contextualization to you as a teacher, for your learners, and to the
community. Write it down in the hearts below and discuss your answers with a co-newly hired teacher or mentor.

As a teacher, I will I pledge to engage my For my community, I

make sure that I will
always employ
contextualization in my
lesson, as the student
will understand more
the lesson with these
strategies.
students in every
lesson that we need to
discuss. To incorporate
active learning as they
can visualize and relate
the lesson to real-life
situation. I will
emphasize the
necessity of teaching
localization and
indigenization.
want them to simulate
themselves so they can
imagine how one is
different from the
other. Respect will be
the greatest output of
this.

Guide for Mentors and Newly Hired Teachers 15

 Summary

• Contextualized teaching empowers teachers to

make learning meaningful for the learners.
• Contextualization has two degrees namely
localization and indigenization.
• Localization refers to the process of relating
learning content specified in the curriculum to
local information and materials in the learners’
community.
• Localization happens when a teacher
incorporates the following in the learning content:
o local information
o local materials
• Indigenization refers to the process of enhancing
the curriculum competencies, education
resources, and teaching-learning processes in
relation to the following:
o bio-geographical;
o historical; and
o socio-cultural context of the learners’
community
• Indigenization enhances the curriculum
framework, curriculum design, and learning
standards of subject areas, guided by the
standards and principles adhered to by the
national curriculum.

16 The Teacher Induction Program - Core Course 4

Session 3 – REACT Strategy
Key Topic1: The REACT Strategy

The Center for Occupational Research and Development
(CORD) advocates a constructivist approach to teaching
that incorporates five essential learner engagement
strategies- the REACT strategy. REACT stands for Relating,
Experiencing, Applying, Cooperating, and Transferring.
The strategy allows the learners to learn, retain, and apply
information. Teachers use REACT strategies to ensure
active participation of the learners. Teachers guide the
learners to observe and record data, to communicate
effectively, to build new skills and to finish the learning
activity individually and as a group. The detailed
explanation of the strategy is presented below.

Learning in the context of life experience, or relating, is the kind of contextual learning that typically
occurs with very young children. With adult learners, however, providing this meaningful context for
Relating learning becomes more difficult. The curriculum that attempts to place learning in the context of life
experiences must, first, call the student’s attention to everyday sights, events, and conditions. It must then
relate those everyday situations to new information to be absorbed or a problem to be solved.
Learning in the context of exploration, discovery, and invention –is the heart of contextual learning.
However, motivated or tuned-in learners may become as a result of other instructional strategies such
as video, narrative, or text-based activities, these remain relatively passive forms of learning. Learning
Experiencing appears to “take” far more quickly when learners are able to manipulate equipment and materials and to
do other forms of active research.

Concepts and information in a useful context often project students into an imagined future (a possible
career) or into an unfamiliar location (a workplace). This happens most commonly through text, video,
Applying labs, and activities, and these contextual learning experiences are often followed up with firsthand
experiences such as plan tours, mentoring arrangements, and internships.
Learning in the context of sharing, responding, and communicating with other learners, is a primary
Cooperating instructional strategy in contextual teaching. The experience of cooperating not only helps the majority of
students learn the material, it also is consistent with the real-world focus of contextual teaching.
Learning in the context of existing knowledge, or transferring, uses and builds upon what the student has
Transferring already learned. Such an approach is similar to relating. Students develop confidence in their problem-
solving abilities if we make a point of building new learning experiences on what they already know.

Guide for Mentors and Newly Hired Teachers 17

 Required Task 1: Pre-assessment Activity
Before you undergo this session, take this pre-assessment activity. Determine whether the statement is stating a fact or not.
Write TRUE if the statement is a fact and FALSE if not.
Statement
1. Teachers can use the REACT Strategy in localizing
the lesson.
2. When learners take what they have learned and
apply it to new situations and context, the
transferring stage happens.
3. Experiencing happens when learners solve problems
as a team to reinforce knowledge and develop
collaborative skills.
4. Understanding real-world connections to course
content increases student engagement which often
leads to increased persistence and successful
transitions.
5. For learning to happen, the teacher allows the
learners to discover meaningful relationships between
concrete ideas and real-world application.
18 The Teacher Induction Program - Core Course 4
Answer Feedback
REACT teachers use methods to ensure that
TRUE students participate actively.
Transferring, or learning in the context of prior
TRUE knowledge, uses and expands on what the learner
has already learned through situation where the
students will apply the entire lesson.
Learning in exploration, discovery, and production
is known as contextual learning.
TRUE
Teachers must teach pupils in a real-world
TRUE situation so that they may apply what they've
learned in class to their daily lives.
There will be meaningful learning if we allow our
TRUE pupils to seek out and experience situations and
tasks personally.
Required Task 2
Now to fully understand REACT Strategy, read the following Classroom Observation Notes by a Master Teacher to Teacher
Romano in his Science Class. Then answer the questions that follow with your colleagues and mentor.

Teacher Romano discussed “Introduction to Photosynthesis—Converting Sunlight to Food”.

He mentioned that for today’s class he will be using the REACT Strategy.

For this topic, his anticipated learning outcome is that the students will be able to describe the process and outcomes of
photosynthesis and variables affecting it and relate the concepts of photosynthesis to other biological systems.

During his class, he showed different leaves that have fallen inside the school premises. He mentioned that the leaves have
changed pigmentation and chlorophyll production stopped. He further introduced the topic by defining the following terms:
pigmentation, chlorophyll, carotenes and other vocabularies.

The students performed an activity: Cover one leaf on a green plant with gauze, foil, or clear plastic wrap; Note the effects
(The lab results should be discussed as a class and be followed by an explanation of the chemical processes involved;
thriving vs. non-thriving plant characteristics and variables, etc.)

After the activity the teacher said “Assume you are a greenhouse technician. You are having trouble with plant vitality.
Applying what you know about photosynthesis, troubleshoot the problem. Research and propose adjustments of shade (light
intensity variable), light duration, watering, fertilizer application, temperature, humidity and ventilation to remedy the problem.
Is the problem really due to a disturbance in photosynthesis or is there some other probable cause?” He then assigned
specific problems—leaf yellowing, leaf dropping, wilt, brown spots, etc. to each student pair. Students will work in pairs
to complete lab research activity and internet research activity. The pair will create and submit a lab journal together but each
student will be responsible for writing his/her own research report.

The teacher mentioned that since it is a biology class rather than a botany or soil science, he will require the students to do
a deeper exploration of chemical and environmental processes. As an additional activity, he asked the students to compare
animal nutrition and associated organelles.

The class ended with a short recall quiz.

Guide for Mentors and Newly Hired Teachers 19

 Now challenge your understanding by answering these questions together with your colleagues and mentor.

Discussion Questions Answers Feedback

Did Teacher Romano utilize contextualization?
What degree of contextualization is presented in
the sample lesson?
Which part in Teacher Romano’s lesson showed
the REACT Strategy? Outline the portions that
demonstrated the REACT strategy.
Was the anticipated learning outcome realized
through the REACT Strategy?
As a teacher, can you replicate any lesson or
topic using the REACT Strategy? How?
YES The teacher employs a sociolinguistic or
contextualization strategy in the lesson. It is
used to convey important components of a
conversation.
LOCALIZATION The teacher used local materials present in their
community wherein the students are familiar.
REACT methods can be used to ensure
When the students perform the activity learners' active engagement and even to build a
suitable learning environment.
The REACT approach ensures that students
YES participate actively in the lesson.
Yes, especially in sessions that involve direct REACT technique was more effective and
experience. recommended for use in a class when the
students needed direct experience.

The REACT strategy helps the teachers to easily identify activities that will suit the context of the learners. Teachers establish
a teaching-learning environment where problem-based and work-based approaches work. The strategy allows learners to
retain the knowledge and information of the lesson. Learners establish connections between what they learn and how that
knowledge can be used. The strategy increases the motivation of the learners to a higher level (CORD, 2016).

20 The Teacher Induction Program - Core Course 4

Required Task 3
You were assigned to teach in a community with learners from an indigenous group. Think of a topic that you will be
discussing and Write a lesson outline using the REACT Strategy. Think of ways to promote an inclusive, culture-responsive
and relevant education for your learners.. Use the template below. Be ready for a discussion with your mentor and
colleagues.

Lesson Outline using REACT Strategy Responses

Topic or Competency
Creating an ICT Project

1. What kind of discussion or activity might help learners in RELATING to the concept?
Including their culture or tradition as an example to
the lesson.

2. What kind of activity would enable learners to EXPERIENCE the concept?

Request that the students to respond to a real-life
situation that will used the concept of the lesson.

3. How can learners be shown the way that concept is applied, or they can APPLY it
The student may conduct a simple ICT project
themselves in a way that simulates an industry situation or other real-life problem-solving
wherein they will apply the concept of the lesson.
scenario?
4. How will the experience be set up so that learners have the opportunity to interact and Provide a group activity that supports the lesson's
COOPERATE in one another’s learning? goal while also considering the learners' various
learning styles and allowing them to participate based
on their interests.
5. What steps can be taken to ensure that learners will be able to TRANSFER learning to new
Encourage students to take what they've learned in
and unfamiliar situations?
class and apply it to their real-life situation.

Guide for Mentors and Newly Hired Teachers 21

 Summary

• REACT Strategy is a constructivist approach to teaching that incorporates five essential learner engagement strategies:
º Relating: Relating links the concept to be learned with something the student already knows.
º Experiencing: Experiencing allows learners to discover new knowledge through hands-on activities.
º Applying: Applying relates learner’s knowledge to the real-world situation.
º Cooperating: Cooperating involves solving problems as a team to develop collaborative skills.
º Transferring: Transferring paves the way for application of learning in the new situation and contexts.

• The REACT strategy helps the teachers to easily identify activities that will suit the context of the learners.
Teachers establish a teaching-learning environment where problem-based and work-based approaches work.
The strategy allows learners to retain the knowledge and information of the lesson. Learners establish connections
between what they learn and how that knowledge can be used (CORD, 2016).

22 The Teacher Induction Program - Core Course 4

Module 2 – Building Relationships with the Wider
School Community

Intended Module Learning Outcomes

Required Tasks
At the end of this module you should be able to:
• Scenario analysis
• establish strong partnership with the wider school
community and involve them in the teaching- • Preparing an action plan (Portfolio Output)
learning process; • Formative assessments
• maintain learning environment that are responsive • LAC Session
to learners’ needs by engaging parents and the
wider school community in the educative
process; and
Required Resources
• comply with and implement school policies and
procedures to foster harmonious relationships • DepEd Order no. 42 s. 2017 on the National Adoption
with learners, parents, and other stakeholders. and Implementation of the Philippine
Professional Standards for Teachers.
Module Outline • Republic Act no. 232 on An Act Providing for the
Session 1: Community as a Resource in the Teaching- Establishment and Maintenance of an Integrated
Learning Process System of Education (year?)

Session 2: The School and Community Relationships • School Governing Council manual

Session 3: Strengthening and Sustaining Good

Relationships with the Parents/ Guardians and
the Wider Community

Estimated Time required: 2 hours

Guide for Mentors and Newly Hired Teachers 23

 Session 1 – Community as a Resource in the Teaching-Learning Process

Prior Knowledge Assessment

Identify the term being referred to in the following statements. Choose the letter of the correct answer from the box below and
write it on the space provided.

A. Action Plan D. School community

B. Partnership E. School Governing Council
C. Stakeholders F. Parent-Teacher Association (PTA)

Statement Answer Feedback

1. It is a school association composed of parents/guardians and
teachers, which serves as support groups and partners of the
school for the welfare of the learners.

2. It is composed of government agencies, NGOs, Alumni,

Parents, retirees, and other sectors in the community which
give support to the school in the achievement of its goals and
objectives.

3. It refers to the sustainable governance structure that operates

under the principle of shared accountability and responsibility
among school community stakeholders.
4. It is a detailed list of the steps or tasks that you need to
accomplish to attain the goals set.

5. It is a relationship between the school and the community,

organization, or individual who seeks a common goal, which is
to contribute to the learning outcome of the children.

24 The Teacher Induction Program - Core Course 4

Guide for Mentors and Newly Hired Teachers 25
Key Topic 1:
The School Community and the Teacher
Bronfenbrenner (1994) said that there are numerous factors
that affect child development. Among these factors are
the interaction of different social spaces that the child is
exposed to such as the home, school, and communities.
Epstein (2011) contends that when the dimensions of social
spaces and the ‘spheres of influence’ overlap, development
is further enhanced. As a teacher, it is very important to
facilitate the interaction of the child and the school
community.
According to the Australian Council for Educational
Research (2013), “When partnerships are well-planned,
sustainable, collaborative, and based on a mutual
sharing of expertise, knowledge, resources and skills,
they are effective and are able to make an impact.”
When different stakeholders recognize each other’s
contributions and learnings and are able to collaborate to
create quality and relevant programs, partnership
outcomes improve. Schools and business and industry
groups derive mutual benefits by strengthening links with
each other. Partnerships pave the way for opportunities for
learners, additional training resources for teachers, and a
pool of well-trained workers for industry. Through these
partnerships, stakeholders and the community are able
to:
• Share knowledge and expertise with schools
• Offer learning opportunities to learners
• Provide industry and career mentoring to learners
In turn, schools can contextualize and better match their
programs and skill training to industry needs. They help
support adolescent and adult learners to become more
productive and more involved in their communities which
overall creates a positive impact on industry and the society
at large.
Some concepts you must be familiar with:
• School Community refers to the different individuals,
groups, businesses, and institutions that invest in
the well-being and vitality of the public school
and its community — that is, the neighborhoods
and municipalities served by the school.
• Wider School Community – refers to both internal
and external stakeholders.
• Partnership refers to linkage or relationship
established by DepEd with other organizations to
implement projects or programs aligned with the
K to 12 curriculum.
• A stakeholder is anyone concerned in the
welfare and the progress of a school and its
learners, including administrators, teachers, staff,
learners, parents, other LGU Officials, and Non-
Government Organizations.
• Adopt-A-School Program refers to a program
where any qualified private individual, group,
organization or institution offers to provide public
school assistance during a given period in a
particular area of its education program.
26 The Teacher Induction Program - Core Course 4
Introductory task I or E:
Identify if internal or external stakeholder

Teachers:
Students:
LGUs:
NGOs:
Civil Society:
School administrator:

Optional Task: Complete the table

Get to know your community. Complete the table below

to get acquainted with your school community. If you have
no answer for some items, you may leave it blank.

Guide for Mentors and Newly Hired Teachers 27

 Name of School Community (School name and Barangay):

Description (name, location, background, etc.)

1. Type of community (urban, rural, etc.)

2. Topography

3. Available establishments

4. Tourist spots/parks

5. Indigenous group/s (if applicable)

6. Religion

7. Celebration/feasts

8. Source of income

9. Songs/folklores

10. Local heroes

11. Learning Resource Centers/Learning Hub

28 The Teacher Induction Program - Core Course 4

Required Task No. 1: Scenario Analysis
Questions:
Analyze the scenario below and answer the following
questions. 1. Why did Ms. Ramos talk to the Barangay Captain?

Scenario 1:
Bucao Integrated School adopts a blended learning
modality. Miss Lanie Ramos’s Grade 1 class is composed of She asked if she could borrow
30 pupils. Every Monday and Wednesday, Group A, which is Barangay's other computer so that her
composed of 15 pupils, comes to school for face to face six students who do not have access to
class with her; while Group B stays at home and does a computer for their online lessons
online learning, and vice versa during Tuesdays and
Thursdays. During parents’ orientation on the new
could use it.
modality of learning, she found out that 6 of her pupils do
not have any gadget at home.

On her way home one afternoon, she happened to pass

by the Barangay Hall. She saw that no one was using
one of the computers in the hall. She thought of
borrowing it during online classes for the six learners
without gadgets. She went to their School Head and
asked if she could coordinate with the Barangay and ask
to use the spare computers. The School Head let her
arrange a meeting with the Barangay Captain as a
representative of the school and asked if it would be
possible to borrow the computer for their online classes.
The barangay captain invited Mrs. Alma Abela, a
businesswoman, who also expressed her eagerness to
help the school and their learners and offered some of her
computers to be donated to the Barangay. Ms. Ramos
thanked the Barangay Captain and Mrs. Abela for their
generosity. The next day, Ms. Ramos immediately told the
School Principal about it. The School Principal prepared a
Memorandum of Agreement with Mrs. Abela which was
passed to The Schools Superintendent for approval. Ms.
Ramos called the parents of the six pupils and they were
very grateful for Ms. Ramos’ initiative.
Guide for Mentors and Newly Hired Teachers 29
 2. What was the Memorandum of Agreement the If you were Ms. Ramos, would you do the same? Why?
School Principal made for?

3. Ms. Ramos and the school principal

signed a memorandum of
understanding. The Superintendent
will give her permission to become an
official investor in the school or a
computer donor.
 Yes, Ms. Ramos is committed and
will go to any length to assist students
with their education, as indicated in
the scenario.

30 The Teacher Induction Program - Core Course 4

4. What will you do to show appreciation and gratitude
to them? Required Task No. 2: Action Plan (Portfolio Output)

As long as I am able, I will always

This activity will be submitted to
open my door to help the unfortunate
your mentor as an output of the
children and even provide other Course. Organize and compile this
resources. activity into a Portfolio.

The school is organizing classes through different modalities

to respond to the inability to conduct face-to-face classes
due to a national health crisis. Your students, who came
from low-income families do not have the means to
participate in classes that require gadgets and
technologies. While checking your learners’ Learner
Enrolment and Survey Form (LESF), you found out that
most of your learners’ parents are incapable of providing
academic guidance that affects the learners’
performance in class.

Given this situation, you decided to prepare an Action

Plan to identify problems and provide solutions. You also
decided to involve the community with the help of the
parents as well as other stakeholders.

Guide for Mentors and Newly Hired Teachers 31

 I. Identify Problems:
Before you make the Action Plan, you need to identify the root cause of the problems. Identify these problems
and accomplish the table in a LAC Session with your mentor. You may also refer to the existing action plans from the
school to accomplish the tasks.

Observable Problems: Reasons: Resources: Action: Action:

What are the problems What might be the reason? What resources do you have What can you do as What can your school do
that hinder the learning in your school community their teacher? to face the challenge?
process during this time that you can utilize in Are there any efforts your
of pandemic? easing out the identified school is doing to ease the
problems in your school problem?
community?
Availability of internet Lack of finances of the A reference module that Provide supplemental Plan an activity that will
connection and gadgets. families allows them to continue material as a reference meet the needs of the
their studies even if they and locate other people or students, such as
do not have access to a his friend who can assist intervention and
computer. me in keeping my remediation.
students informed and up
to date on our lesson.
32 The Teacher Induction Program - Core Course 4

II. Make an Action Plan

The identified problems can be solved by planning before execution. Continue this activity by filling out the table below.

Action steps: Responsible Personnel Time frame Potential barriers

What tasks should be done?
You can keep a positive
relationship with government
offices by collaborating with as
many stakeholders as possible.
Who are the people to perform the
tasks?
Teachers and Principals as well
as the learners’ parents.
When should the tasks be What hinders the accomplishment of
accomplished? these tasks?
Year around The availability of stakeholders
and the funding needed to
identify potential stakeholders in
order to meet school demands.
 Guide for Mentors and Newly Hired Teachers

Summary

In this session, we learned the following concepts:

• It is important to know the profile of your school
community and the roles of teachers and other
stakeholders.
• There are different resources from the
community which can contribute to the facilitation
of learning. It is important to identify these
resources and involve the community in finding
solutions to problems concerning student
learning.
• As a teacher, it is helpful for you to formulate an action
plan to solve emerging problems in and outside
of your class. Involving the parents/ guardians
and the wider school community are important in
the learning process.
34 The Teacher Induction Program - Core Course 4
Session 2: The School and Community
Relationships
Key Topic 1: Laws and Existing Policies
Establishing good relationships with the school
community bears rewarding results over time. As you
transition towards being a public-school teacher, teaching
will not only be your primary duty. Relating to your
learners, co-teachers, colleagues, and the wider
community will be essential in creating a healthy
environment both for you and your learners. In this part of
the module, you will learn more about existing policies that
anchor to this concept.
Read the following laws and policies that you need to
know in alignment with establishing good relationships
with your school community:
• Republic Act 9155 or the “Governance of Basic
Education Act of 2001” Chapter 1 of Section 2,
provides the principles that guide the
implementation of the act and the application of its
rules:
º The parents and the community shall be
encouraged for active involvement in the
education of the child. The participation and
coordination between and among schools,
the local school boards, the Parent Teachers
Associations (PTAs) must be maximized; and
º Volunteerism from among all sectors shall
be emphasized and encouraged to ensure
sustainable growth and development in
education.
• Batas Pambansa Blg. 232 Section 3, Chapter 2,
states that it is “the policy of the state to establish
and maintain a complete, adequate and
integrated system of education relevant to the
goals of national development”. The educational
system is expected to contribute to the following
national development goals:
1. To achieve and maintain an accelerated
rate of economic development and social
progress;
2. To ensure the maximum participation of all
the people in the attainment and
enjoyment of the benefits of such growth;
and
3. To achieve and strengthen national unity
and consciousness and preserve,
develop, and promote desirable cultural,
moral and spiritual values in a changing
world.
The State shall encourage local initiatives for improving the
quality of basic education. The State shall ensure that the
values, needs, and aspirations of a school community
are reflected in the program of education for the children,
out- of-school youth and adult learners. Schools and
learning centers shall be empowered to make decisions
on what is best for the learners they serve.” In school
governance, stakeholders with harmonized perspectives
and experiences are crucial in improving the lives of
children, youth, families and the community. These
groups of stakeholders may be formally represented in a
governance structure in the school system. In the SBM
Framework and Standards adopted by the DepEd, these
School Governance structures are called School Governing
Councils (SGCs). They are composed of:
Guide for Mentors and Newly Hired Teachers 35
Internal Stakeholders • The SGC provides a forum for parents, students,
º Students and student organizations teachers, community stakeholders and the
school head to work together towards
º Parents of students/pupils and Parent
continuously improving student learning outcomes.
associations
SGCs provide the opportunity and the
º Teachers environment to (DepEd- BESRA, 2009)
º Non-teaching and • Some of the activities that would involve the
º Teacher Associations in the school parents/ guardians and the community are Brigada
Eskwela, Family Day, Recognition Day, Festival
Celebrations, Clean-Up Drive, Career Guidance
External Stakeholders Day and many others.
º Various Government
Agencies º Non-Government
Agencies
º Civic and Social Organizations
º Alumni
º Retirees
º Professionals
º Basic Sectors: Businesses, Fisherfolks,
Farmers, Indigenous People, Cultural Minority,
others
36 The Teacher Induction Program - Core Course 4
Required Task 1
Write TRUE if the statement is correct and FALSE if not.
Statement
1. The wider school community can be a source of
learning.
2. Batas Pambansa Blg. 232 is also known as An Act
Providing for the Establishment and Maintenance of an
Integrated System of Education.
3. The community is required to provide the needs of
the school.
4. The School Governing Council (SGC) is accountable to
the learning of the students in the school.
5. Frequent communication with the learners’ parents/
guardians contributes to a healthy school-community
relationship.
6. A farmer or fisherman in the community is considered
an Internal Stakeholder of the school.
7. The school alone can provide for the life-long learning
skills the learners need.
8. During Family Day, teachers get the chance to know
the parents/ guardians and some of the members of the
family of the learner.
9. Having open and healthy communication between
the teacher and the learners’ parents/ guardians has
nothing to do with the academic nor in the social
behavior of the learner.
10. An established linkage between the teachers/
school and the community can help in the development
of the learner.
Answer Feedback
It is beneficial to learning when a school has a positive relationship
TRUE
with the community.
This policy seeks to establish and sustain a comprehensive,
TRUE appropriate, and integrated educational system that is consistent
with national development goals.
The community was not obligated to meet the school's demands, but
FALSE
they might help the school meet them.
SGC was not in charge of the children's education. Because the
purpose of an SGC is to provide a forum for cooperation and
FALSE
improvement of student learning outcomes among parents, students,
teachers, community stakeholders, and the school's administrator.
The school should build positive relationships with the community,
TRUE
particularly with the students' parents/guardians.
Internal stakeholders are people who have a close relationship with the
FALSE
organization.
The school needs community help to create a safe and enjoyable learning
FALSE
environment.
Providing a variety of school activities that foster relationships between
TRUE children and their parents/guardians may be extremely beneficial to their
learning.
A good relationship with the learners' parents or guardians can be
FALSE
extremely beneficial to their learning.
TRUE A positive relationship with the community can help to improve learning.
Guide for Mentors and Newly Hired Teachers
 Required Task 2: Scenario Analysis Questions:
Read the Purpose, Mission, Statement and Guiding 1. As an adviser of one of the classes in Grade 1, what
Principles of the School Governing Council from the Manual should you do to gain the trust and confidence of
on School Governing Council and other relevant documents the parents and the community? Limit your
that can help you analyze the scenario such as the answer to 200 words (maximum)
Magna Carta for Public School Teachers, etc. After reading,
analyze the scenario below and answer the questions
given:
Allow them to see and
understand the school's
Scenario 1
circumstances to provide a
You are a newly-hired teacher following the retirement of
Teacher Glenda, a teacher who devoted her life to teaching healthy learning environment for
Grade 1 in your present school. Teacher Glenda was
always on time for her class and as soon as she arrives
students. Showing concern and
in school, she prepares all her learning materials and treating them as if they were
sees to it that the entire classroom and surroundings are
clean before the learners arrive. In the afternoon, she your own child is an excellent
always makes sure that learners who needed way to gain the trust of the
remediation were attended to. She often lets those who
can hardly read to stay so she can teach them to read. parents and community.
Every parent in the community wants his/her child to be
taught by Teacher Glenda. Upon learning that she has
already retired, you heard most of the Grade 1 parents
talk about transferring their children to another school.

38 The Teacher Induction Program - Core Course 4

2. Who are the persons in the school community
that you can tap to help you establish a 3. In what ways can you better communicate with the
good relationship with parents? parents?

You can take advantage of this

Other stakeholders can assist in concern by demonstrating how
preserving and establishing much you care about them. This
healthy relationships with will enable us to use appropriate
parents and the community. teaching strategies, monitor
students' academic achievement,
and even penalize children,
which will benefit everyone. Be
approachable and always make
myself available for the needs
and questions of parents and
students.

Guide for Mentors and Newly Hired Teachers 39

Key Topic 2: The Community
Involvement Continuum
• Communication is the foundation of good
relationships. It is essential to involve your learners’
parents and the community in the learning process.
Giving regular updates on their child’s progress and • Plan out the involvement of the community. The
involving parents in planning learning framework below is helpful in planning out how
interventions will build their confidence and trust you can involve and empower the stakeholders:
in you as a teacher.

• In the digital age, there are so many communication

platforms to choose from. It is important to survey
what is available and accessible to the
community. Most importantly, you need to
develop and sustain a communication system
where every stakeholder can be informed and
updated.
40 The Teacher Induction Program - Core Course 4
Required Task 2: Complete the table
At the beginning of the school year, the Department of Education implements the Brigada Eskwela. As a teacher, how
can you involve the school community and the school’s stakeholders on this initiative of the Department? Identify
appropriate approaches/activities/tasks/strategies you can use to involve the community. The first row is done for you.

Community Involvement Level Goal Activities/Tasks/Strategies

Inform To provide the community with balanced, objective Example:
information to assist them in understanding the
problem, alternatives and solution. Conduct information drives on certain community
issues or advocacies

Infer To obtain community feedback on analysis,

alternatives, and decisions. Collect data through feedback of the students
and parents.

Involve To work with the community throughout the process

to ensure that their concerns and aspirations are Work together with the community to address
consistently understood. their concerns.

Integrate To partner with the community in each aspect of the

Empower (INVEST)
decision.
To synergize the effort from all the stakeholders to
reach the goals
(to solve school problems)
To provide shared leadership of community-led projects
with final decision-making at the community level.
To collaborate with the school and the
community to increase student and community
learning.
Maintaining a positive relationship with the
community, as well as initiating and
advocating for the advancement of the school
and its students.

Guide for Mentors and Newly Hired Teachers 41

Summary of Key Learning

• The School Governing Council (SGC) is

accountable to the school community for
improved learning outcomes (A Manual on School
Governing Council).
• School and community partnership are a tie
between schools and community resources.
• Communication is the foundation of good
relationships. Same with your learners’ parents and
the community, it is essential to involve them in
the learning process.
• Giving regular updates of their child’s progress
and involving parents in planning learning
interventions will build their trust and confidence
in you as a teacher. Frequent communication with
the learners’ parents/guardians contributes to a
healthy school- community relationship.
• There are levels of community involvement: (1)
Inform (2) Infer (3) Involve (4) integrate (5)
Empower.
42 The Teacher Induction Program - Core Course 4
Session 3 – Strengthening and Sustaining Reach out to your colleagues (preferably newly-hired teachers)
Good Relationships with the School and share your thoughts with your co-teachers. Write
Community down the ideas you got from them:

Preliminary Activity:

During your first month of teaching, were you able to get

to know the parents of your learners? What were your
struggles and how did you overcome them? Limit your
response to 200 words.

Guide for Mentors and Newly Hired Teachers 43

 Key Topic: Role of Parents? (K
Melhuish, S., E. Sammons, P. Siraj-
Blatchford, & B. Taggart (2004))
Concepts:
• Research shows that parents who get involved
in the learning process of their children lead to an
improved learning outcome.
• Parental Engagement is the sharing of responsibility
of both parents and teachers to meet the
educational needs of the children.
• A Parents-Teachers Association (PTA) is organized
in every school to provide a forum for the discussion
of issues and solutions related to the overall school
program and ensure that parents cooperate fully
in the effective implementation of the program
(DepEd Order 54, s. 2009).
• At the end of every School Year, it is essential to
give recognition to parents who actively share
their time, talent, and finances in your class.
Recognize the parents who fully supported their
children may it be academically or in co-curricular
activities.

• A healthy relationship with frequent communication Required Task 1: Writing

between the teacher and the parents benefits both.
Teachers learn about the learners’ characters
and attitudes through their parents and teachers The following are some common school situations. Write
get to understand their behavior. In the same way, the strategy that you think will best suit the situation to be
parents learn from the teachers how his/her child able to create a good relationship with the
behaves in school and what support they could give parents/guardians and the wider school community. Limit
to the child to improve his/her learning outcome. your response to 100 words for each situation.
• Having parents who are involved in the educative
process is essential in the education of the learners.
Teachers find it easy to check learner’s
homework and evaluate the development of the
learners. Having parents who are involved in the
school can help in addressing the learners’
needs.
• The more the parents are involved in the school
activities of the learners, the more the parents
feel that they are welcome and trusted. In return,
the school receives more support from them
through volunteerism, funding for school projects,
active PTA organization and support/involvement in
school activities.

44 The Teacher Induction Program - Core Course 4

 1. Claire is always absent and you never receive
an excuse letter from her parents/guardians.
2.
When a student is persistently
absent, contacting their parents
is usually sufficient to
determine why they are absent.
It's also a good idea to talk to
the student the next time they
come to class, emphasizing
that you've noticed their
absence and are concerned
about their education. When a
student returns to class after
being absent for an extended
period, it is essential to greet
them and assist them in
catching up on missed work.
Your lesson for tomorrow is about different professions/jobs. You want your learners to meet
professionals and those working in the community. In planning the lesson, you wanted to prioritize the
safety and maximize the learning experience at the same time. You thought about conducting a field
trip but it will be very costly and will require rigorous planning to make sure that the activity will be safe.
What is an alternative way to conduct this activity?
Showing a documentary about
various professions/jobs to your
students is possibly the simplest
and most convenient field trip
option. Documentaries can be
extremely informative and
enlightening about a distant
location or topic, and movies have
the unique ability to transport our
students to different locations. Any
topic that your students are
interested in can be covered in a
documentary. You can also take a
short trip around your community
to see what professions/jobs are
available.
Guide for Mentors and Newly Hired Teachers 45
 3. Mrs. Cruz, a parent, went to your class The general PTA meeting is fast approaching and you need to ensure at least 90
confronting you because her daughter told her that percent attendance of parents. How are you going to invite the parents to ensure
you moved the child’s seat away from her friends their attendance and participation?
to make her concentrate on your lessons. Your
actions were triggered by her non submission of
assignment and throwing a crumpled paper at
you. How will you explain your side to Mrs.
Cruz?

I'll send invitation letters

4.
Apologize for the issue and for informing parents of
worrying the parents. Take conference dates to ensure
whatever steps are necessary to their attendance and
calm Mrs. Cruz and help her participation. The agenda for
relax. Mrs. Cruz should be the meeting will also be
informed about her student's included in the letter. If parents
behavior and why you do not respond, they should be
removed her child from her contacted and encouraged to
friends for her to focus on your attend. Send home reminders
lesson.  one week before the
conferences. Parents who fail
to appear should be contacted
and rescheduled.
46 The Teacher Induction Program - Core Course 4
Required Task 2: Scenario Analysis
Read the following scenarios. Write YES if it tells about a
healthy parent-teacher relationship and NO if otherwise.
NO 1. Benedick, a Grade 1 pupil, never speaks
class of Teacher Consuelo. Teacher
Consuelo seeks for advice from Benedick’s
previous teachers. Contrary to what she
knows, the teachers said that Benedick
was a talkative pupil. During the distribution
of cards, she talked to the student’s mother
and found out that after his father’s death,
he got upset, which led to Benedick’s
disinterest in socialization. Teacher
Consuelo consulted Benedick’s condition
NO with the School Guidance Counselor.
2. Mrs. Maureen De Cello was an alumna
of Bucao Integrated School and a mother
of a Kinder learner in the same school. She
was impressed by the improvements
made in the school and expressed her
willingness to contribute to the further
improvement of the school. She asked
the teacher of her daughter, of what else
she can contribute to the school.
However, nothing came into fruition.
YES 3.
in Angelo always skips class every afternoon. He never does his assignments
too. He is one of the struggling learners in Ms. Bada’s class. Since he has been
acting this way for almost two weeks, Ms. Bada immediately called his father,
Mr. Cruz and set an appointment. She told Mr. Cruz of Angelo’s behavior in
school and he promised that he will be watchful of Angelo.
NO
4. During the online class where Janna is
attending, she failed to understand the
instructions of the teacher because of
internet connection failure. Mrs. Manza,
her mother, sent a message to her teacher
and asked for further discussion about the
instruction because Janna was not able to
get it correctly. Her teacher did not respond
to her.
YES 5. Mrs. Hugo sent three activity sheets to
Lerio’s house through the Barangay Health
Worker (BHW) for her to answer. As soon
as Lerio finished answering, her mother
brought back the activity sheets to
school. She explained that she is on her
way to the market so she didn’t wait for
the BHW to come over and get back the
activity sheets. Mrs. Hugo was very
grateful.
Guide for Mentors and Newly Hired Teachers 47
 Optional task: Summary
List down top 5 strategies to increase parental • Parents/guardians are the first teachers of every
involvement in school and share it with your co-teachers. child. Parents/guardians who involve themselves
in their children’s education tend to develop a
1. child who loves and enjoys learning. It is also the
parents/guardians who can help the teachers
in giving extra support to struggling learners.
2. • Parents play a vital role in the educative process
of the child. They should be supported,
assisted and empowered to take on
3. responsibilities in the learning process.
• A Parents-Teachers Association (PTA) is
organized in every school to provide a forum for
4. the discussion of issues and their solutions
related to the overall school program and ensure
that parents cooperate fully in the effective
5. implementation of the program (DepEd Order
54, s. 2009).
• Research shows that parents who get involved
in the learning process of their children lead to
improved learning outcomes.
• Parental Engagement is the sharing of
responsibility of both parents and teachers to meet
the educational needs of the children.

48 The Teacher Induction Program - Core Course 4

Glossary

Community A barangay where the school is located. However, it may also be expanded to refer to the following; a.
adjacent barangays where a significant number of children enrolled in the school come from b. Municipality/
City/Ancestral domain (DepEd Order No. 44 s. 2015). It is a shared attribute of the people and/or the strength
of the connections among them which led to continuous improvement.

Contextualization The educational process of relating the curriculum to a particular setting, situation or are of application to
make the competencies relevant, meaningful and useful to all learners

Contextual Teaching and Learning (CTL) An approach involving active learners in the learning process to discover the concepts learned through to
knowledge and experience of the learners.

External stakeholders Individuals or groups who have an interest in the product, but do not produce or consume it directly. These
groups are the parents, LGUs, NGOs, alumni, private organizations, and companies.

Indigenization A process of enhancing curriculum competencies, education resources, and teaching-learning processes in
relation to the context of the learners’ community

Internal stakeholders Individuals or groups who directly produce and consume the product (education). These are the groups in the
school like teachers, pupils, and staff.

Localization The process of relating learning content specified in the curriculum to local information and materials in the
learners’ community

Parent-Teacher Association An organization operating in a school both in elementary and in high school. It is composed of all parents,
enrolled students, Board of Directors, School Head, Teachers, and Non- Teaching Personnel (DO 54 s. 2009)

REACT Strategy The curricula and instruction based on contextual learning should be structured to encourage the five
essential student engagement strategies: relating, experiencing, applying, cooperating, and transferring

Guide for Mentors and Newly Hired Teachers 49

 Resources
School Governing Council
Stakeholder
Teaching-learning process
Zone of Proximal Development (ZPD)
50 The Teacher Induction Program - Core Course 4
Supply of money, materials, staff, and other assets that can be drawn on by a person or organization in order
to function effectively (Merriam Dictionary).
A sustainable governance structure in school to produce stable and effective leadership which underpins
achievement of the school’s objectives. It is composed of various gov’t agencies, non- government agencies,
students, civic and social organizations students organization, alumni, parents of students, parents of
alumni, parents association, retirees, professionals in the school, basic sectors (business, fisherfolk, farmers,
indigenous peoples, cultural minorities and others) ( DepEd SGC Manual)
A person who has an interest or concern in the organization at hand. In terms of education, a
stakeholder is someone who has a vested interest in the success and welfare of a school or education
system. This includes all parties that are directly affected by the success or failure of an educational
system, as well as those indirectly affected. (Roundy, 2016).
Processes by which learners acquire the necessary competencies and skills for lifelong learning
The difference between what a learner can do without help and what he or she can do with help
References

Bronfenbrenner, U . (1994). Ecological models o f human development. I n T. Husen & T. N . Postlethwaite (Eds.), International
encyclopedia of education (2nd ed., Vol. 3, pp. 1643-1647). Oxford , UK : Pergamon.

Government of the Philippines, Department of Education. Basic Education Sector Reform Agenda (BESRA). Manual on
School Governing Council (2009). Pasig City.

Government of the Philippines, Department of Education. D.O no. 42 s. 2017 on the National Adoption and Implementation of
the Philippine Professional Standards for Teachers. Pasig City

Senate of the Philippines, Republic Act no. 232. An Act Providing for the Establishment and Maintenance of an Integrated
System of Education. 1982. Manila City

Government of the Philippines. Department of Education. http:/;m /www.deped.gov.ph 2015. Adopting the Indigenous People
Education Framework. DepEd Order No. 32, s. 2015. Manila.

Breaking Through: Contextualizing Toolkit. (2010). Literacy Information and Communication System. http://lincs.ed.gov/
professional-development/resource-collections/profile-233

Center for Occupational Research and Development, accessed June 15, 2020, https://www.cord.org/index.php.

“How We Teach.” Contextual Teaching and Learning Toolkit (2016). Accessed June 15, 2020. http://cordonline.net/CTLtoolkit/
how-we-teach.php.

“Learning Theories.” Contextualized Teaching Strategies. Accessed June 15, 2020. http://contextualizedteachingstrategies.
weebly.com/learning-theories.html.
Curriculum Contextualization published September 9, 2016, retrieved from https://www.slideshare.net/rtipolo/contextualization-
presentation

Hudson,C.C.,& Whistler, V.R. (2007). Contextual Teaching and Learning for Practitioners. Journal of Systemics, Cybernetics
and Informatics, 6(4),54-58. Retrieved from http://www.iiisci.org/journal/cv$/sci/pdfs/e668ps.pdf

Guide for Mentors and Newly Hired Teachers 51

 Journal of Physics: Conference Series, Volume 895, Number 1, Published September 1, 2017, IOP Publishing Ltd. retrieved
from https://iopscience.iop.org/article/10.1088/1742-6596/895/1/012171#:~:text=The%20Contextual%20 Teaching
%20and%20Learning,and%20experience%20of%20the%20students.

Teaching and Learning in Adult Contexts. (2007). National Centre for the Study of Adult Learning and Literacy. http://www.
ncsall.net/fileadmin/resources/teach/jacobson/pdf

Sylva, K Melhuish, E, Sammons, P Siraj-Blatchford, I and Taggart, B (2004) Effective Pre-School Education. Final Report. DfES.
London: Institute of Education

“Inform, Consult, Involve, Collaborate, Empower. INTOSAI Journal.” INTOSAI Journal, April 29, 2019. http://intosaijournal.org/
inform-consult-involve-collaborate-empower/.

“Community Engagement.” Edmonton Community Development Company, August 15, 2020. https://edmontoncdc.org/
community-engagement/.

52 The Teacher Induction Program - Core Course 4

 Congratulations!
You’ve come to the end of this course.

Please go to this link for the summative assessment:

Don’t forget to take a screenshot of your score.

It will be submitted to your mentor for verification and recording purposes.

Once you’re done, kindly input your score here: Input your score here.

Additional reminder:
Compile your portfolio output/s and make
sure that your mentor has checked your
coursebook.
Guide for Mentors and Newly Hired Teachers 53
 Department

of Education

National Educators Academy

of the Philippines

Dir. John Arnold S. Siena

Teacher Education Council
Ms. Anna Marie San Diego Dir. Runvi V. Manguerra
Officer-in-charge, Professional
Development Division (PDD) Ms. Donnabel Bihasa
Senior Education Program Specialist,
Ms. Ana-Sol Reyes TEC Secretariat
Senior Education Program
Specialist, NEAP-PDD Mr. Jayson Peñafiel
Education Program Specialist,
Mr. Jerson Capuyan TEC Secretariat
Education Program Specialist II,
NEAP-PDD
 Acknowledgments

Philippine National Research Center for Teacher

Quality
Dir. Gina O. Gonong
Dr. Levi E. Elipane Ma. Izella D. Lampos Jeanny S. Burce
Senior Program Manager II Project Officer Research Officer

UNE-SiMERR
Dr. Joy Hardy
Deputy Director

Technical Working Group

Ricardo Ador Dionisio Warren Quisada Angelo Uy

Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano

Ian Harvey Claros Alfredo G. Desamparo, Jr. Jerome Hilario

Charito N. Laggui Gayle Malibiran Khristian Ross Pimentel

Josefino C. Pogoy, Jr. Chinita Tolentino Jennifer F. Vivas

Guide for Mentors and Newly Hired Teachers 55

 Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Amar Clarivil S. Layug Marina Tagsip
Jonathan Baniaga Carlos B. Llamas Ma. Sonia A. Tomalabcad
Ms. Noemi Baysa III Reggie Tuazon
Alma Belarmino Jeanrick Deuna Gladys Uy
Rageene Vera Dueñas Nuñez Maribel Perez Maria Lourie Victor
Nerio Benito Eseo Beverlyn Ramirez
Frankie Delos Santos
Support Team
Ruth Mae Ellorin Aris L. Solis Roy Benson
Layout Artist Layout Artist NEAP ICT Technical Support

Pilot Testing Participants

Region IV-A Region VI Region VII
Division of Cavite Division of Iloilo Division of Bohol
Division of Quezon Division of Negros Occidental Division of Cebu
Division of Batangas Division of Antique Division of Negros Oriental
56 The Teacher Induction Program - Core Course 4